NONVERBAL COMMUNICATION
Speech Communication/Linguistics 360
Instructor:
Dr. Richard L. Wiseman (Rich)
Spring 1999
Office:
EC 578
Phones:
Office: 278-3902
Office
Hours: 11:30-12:30 T&Th
Message: 278-3617
2:30-3:30 T
Email:
rwiseman@exchange.fullerton.edu
Class Contract
This
is one‑half of a contract. It
represents my explicit expectations of you, me, and the course. I assume that you also have expectations of me that you may
want to make explicit. Please feel
free to formalize these, either in writing or orally, now or as we move through
the course.
Course
Objectives
1. The student should be able to identify the functions of nonverbal
communication.
2. The student will be able to describe factors that influence an
individual's body concept and note the effects of one's body concept on one's
perceptions and behavior.
3. The student will be able to identify and exemplify the five major
categories of body movement.
4. The student will be able to discuss the contrasting theories on the
expression of emotion through nonverbal communication.
5. The student will be able to articulate the major influences of one's
physical environment (e.g., color, lighting, seating, architecture) on one's
physiological, psychological, and behavioral responses.
6. The student will be able to identify the various personal space zones
and their communicative functions.
7. The student will be able to identify contextual effects (e.g.,
immediacy, gender, and culture) on nonverbal communication.
Philosophical
Assumptions
As
a "teacher" I make certain philosophical assumptions about the nature
of education that you should be aware of. Basically,
those assumptions are:
1. Education is a proactive rather than a reactive process, i.e.,
learning is facilitated when the student responsibly participates in the learning
process and that as an instructor I can only facilitate learning.
In other words, WE must assume responsibility for the learning that takes
place.
2. Learning can be generalized best when you integrate: (a) your
"real life" experiences, (b) your experiences in the classroom, and
(c) your conceptualizations based upon your readings, observations, etc.
3. We have the potential and opportunity to learn from one another; it is
expected that you will learn as much from each other as from the instructor (and
I will learn from you!).
4. Learning can only occur in the context of a supportive environment; I
will try to be supportive of your learning and in return I hope you will be
supportive of my and others' learning.
Course
Requirements
To
receive credit for the course, you must complete the following:
Three Examinations
225
Research Paper
50
Class
Attendance and Participation 60
335
Examinations
There
will be three examinations throughout the semester.
The examinations will cover the materials discussed in the lectures,
texts, and in-class experiences for the time prior to the test (i.e., the tests
will not be accumulative). For each
test, you will need an optical scan answer sheet (NCS P099B).
Research
Paper
Each
student is required to research some aspect of nonverbal communication.
Topics may be a more intensive probe of a specific type of nonverbal
communication (e.g., touching, gestures, posture, facial expression, etc.), a
comparative study examining nonverbal communication differences between groups
of people (e.g., male/female, cultural groups, the disabled population, etc.),
or a theoretical paper which tries to synthesize varying theoretical
perspectives on nonverbal communication. While
library research should be the primary methodology, other research methodologies
such as surveys, field observations, experiments, can be employed.
Students are encouraged to discuss their ideas with the instructor.
Further, students may tie the research paper into some aspect of the team
project, or may choose a topic unrelated to the team project.
The papers should be between 8‑10 pages (typed, double spaced) in
length. All papers are expected to be in an acceptable format, with
standard English composition and spelling.
The composition of the research paper should conform to the American
Psychological Association's Publication Manual (4th edition).
The research papers are due March 25.
Class
Attendance and Participation
The
classroom will be our learning lab and an understanding of the concepts under
examination will emerge within this setting.
Only if we work together can we learn together.
Since there are approximately thirty sessions, you will receive two
points for each session attended.
Text
Burgoon, J. K., Buller, D. B., & Woodall, W. G. (1996).
Nonverbal communication: The unspoken dialogue (2nd
edition). New York: McGraw-Hill.
Reading
Schedule
Week Responsibilities
Week Responsibilities
1 Orientation/Chapter 1
9 Chapter 9
2
Chapter 2
10 Test 2
3
Chapter 3
11 Chapter 10
4
Chapter 4
12
Chapters 11 & 12
5 Test 1
13 Chapter 13
6 Chapter 5
14 Chapter
14
7 Chapters 6 & 7
15
Chapter 15
8 Chapter 8
FINAL'S WEEK: Test 3
Course
Outline
I.
An Orientation to Nonverbal Communication
A. Introduction to Nonverbal Communication
B. Characteristics of Nonverbal Communication
C. Functions of Nonverbal Communication
II.
Appearance, Body Types and Shapes, Attractiveness
III.
Body Movement and Gestures
A. Theoretical Approaches to Kinesics
B. Types of Body Movements
C. Posture
IV.
Facial Expression and Eye Behavior
A. Theoretical Perspectives on Facial Expression and Emotion
B. Functions of Facial Expression
C. Eye Contact and Behavior
V.
Paralanguage
VI.
Personal Space
A. Proxemics
B. Territoriality
VII.
Touching Behavior
VIII.
Environment and Spatial Arrangements
A. Environmental Dimensions
B. Spatial Arrangements and Seating Behavior
IX.
Taste and Smell
X.
Functions of Nonverbal Communication
A. Identity Management
B. Emotional Expression
C. Relationship Development
D. Conversational Management
E. Interpersonal Influence
F. Deception